Thunderstorms are generally local storms produced by cumulonimbus clouds and are always accompanied by lightning and thunder, usually with strong wind gusts, heavy rain and sometimes with hail and/or tornado. Thunderstorms are typical in warm environments like the tropics and may persist for 1 to 2 hours. Below is the list of things that you can to do before, during and after a thunderstorm event. THUNDERSTORMS BEFORE DURING AFTER • Learn about your area’s thunderstorm risk by looking at past events. These risks differ for different places and different months • Discuss how you would know if a thunderstorm may produce light, moderate, heavy or torrential rain as well as duration. • Discuss the rainfall / thunderstorm warning system of PAGASA. • Recommend trimming and removal of unstable trees, electric posts, or any infrastructure that could fall and may cause damage or injury. • Ensure proper drainage in the surrounding by removing things that may hinder proper drainage flow • Participate actively in the school drills on disaster response • Stay indoors and remain calm • Postpone all outdoor activities. Regularly monitor official updates by PAGASA or other reliable sources • Be on the lookout for falling debris and flashfloods. If treat of lightning is eminent • Turn off and unplug all electrical and electronic devices • refrain from using phones (mobile, landline) until the storm passes over. If no immediate shelter and threat of lightning is eminent: • Stay low • Stay away from structures such as trees, electrical lines, towers, or fences. • Water can conduct electricity, refrain from swimming or being in contact/submerged in bodies of water. • Distance of thunderstorm cloud can be estimated by counting the time interval between seeing lightning and hearing thunder. (1 second = 330m, 3 sec = 1 km). • Remain indoors at least 30 minutes after hearing the last thunder • Continue monitoring PAGASA or local radio / television stations for weather updates • Always observe safety measures on if you need to go outdoors. • Stay away from storm-damaged areas. • Watch out for fallen tree branches, trunks, electric lines, etc.and report them to authorities. • Stay away from flood waters • It is possible to contract diseases from flood water • Uneven ground, open drainage and/or sharp debris under floodwater can be potentially harmful
Flood is the overflowing of the normal confines of a stream or bodies of water, or the accumulation of water over areas that are not normally submerged. Below is a list of things that you can to do before, during and after a flooding event. While flooding may last days or even weeks, Flash Floods are also caused by heavy precipitation in a short period of time, usually less than 6 hours. FLOOD or FLASH FLOOD BEFORE DURING AFTER • Learn about your area’s flood risk by by looking at past events. These risks differ for different places and different months • Know the flood hazard map in your community. • Learn from previous occurrences how frequent, how high and how fast flood can occur. • Take notice of rapidly rising water and prepare plans for evacuation. • Have a survival kit containing batteryoperated radio, flashlight, emergency cooking equipment, candles, matches and first aid kit • As the ground soak up more water from continuous rains, possibility of flooding increases. • Participate actively in the school drills on disaster response • Unplug all electric and electronic devices • Listen continuously to official updates on weather and flooding • Remain calm and be ready in case evacuation is necessary. • Do not to attempt to cross flowing streams unless they are assured that the water is below knee level. • Avoid areas prone to flooding. • Avoid swimming in swollen rivers. • Make sure you only drink clean water • Stay away from flood waters as • Its possible to contract diseases from flood water • Uneven ground, open drainage and/or sharp debris under floodwater can be risky and potentially harmful • Report broken utility lines (electricity, water, gas, etc.) to appropriate agencies/ authorities. • Ensure that electrical appliances are checked by a competent electrician before switching them on. • Stay away from flood waters • It is possible to contract diseases from flood water • Uneven ground, open drainage and/or sharp debris under floodwater can be potentially harmful
Storm surge is the rise and onshore surge of seawater as the result primarily of the winds of a tropical cyclone, and secondarily of the surface pressure drop near the center of the tropical cyclone. The height of storm surge is dependent on the size, intensity and movement of the tropical cyclone, shape of the coastline as well as nearshore underwater topography and astronomical tides. Below is a list of things that you can to do before, during and after a storm surge event. EXTREME CLIMATE EVENT: EL NIÑO El Niño is a significant increase in ocean temperature over the eastern and central Pacific ocean. It occurs at irregular intervals ranging from 2-7 years usually developing in the early months of the year and decay the following year. In the Philippines, El Niño conditions are often characterized by dry and warm-hot events. Below is a list of things that you can to do before, during and after a El Niño condition. STORM SURGE BEFORE DURING AFTER • Learn about your area’s vulnerability to storm surge by looking at past events. If vulnerable, recommend relocation to safer grounds. • Stay away from beaches / shore during tropical cyclone passage. • Identify evacuation routes leading to safe higher grounds. • Establish evacuation plans and procedures. • Participate actively in the school drills on disaster response • Regularly monitor official storm surge advisory/forecast updates of PAGASA • Remain calm and be ready in case of evacuation • Stay away from beaches / shore and lowlying areas • Head towards inland away from potential flow of water. • Turn off power supply. • If caught in a storm surge, you are advised to hold on large structures like big trees. • Check structural damage of your surroundings and make sure structures are safe from collapsing. • Check surroundings for electrical damage. • Stay away from flood waters • It is possible to contract diseases from flood water • Uneven ground, open drainage and/or sharp debris under floodwater can be potentially harmful • Clean all mud and debris. 149
PRACTICE (20 MINS) Group Work on Short Term Meteorological Hazards 1. Divide the class into several (5) groups 2. Assign a hazard exposure scenario for each group (does not have to be a single hazard, for instance thunderstorm and flooding in school, typhoon and storm surge in an evacuation area, these different hazards can occur as a single event) 3. Ask the learners to investigate the school surrounding and discuss among themselves what they can do to prepare before, minimize risk during and their response after such events. 4. Present their results by role playing as members of different sectors of our society (i.e. politician, teacher, weather forecaster, etc.). ENRICHMENT Assignment 1. Encourage the learners to discuss the lessons learned with their family / household members. EL NIÑO BEFORE DURING AFTER • Listen and monitor PAGASA El Niño/ drought/dry spell forecast on what parts of the country will be affected severe conditions. • Plan your daily activities to avoid doing strenuous work during the hottest time of the day. • Learn about the symptoms of heat stress or exposure to extreme environmental heat, sunburn, heat exhaustion, heat stroke, dehydration, and other related conditions caused by very hot climate by discussing with local physicians / medical personnel. • Avoid doing strenuous activity during the hottest time of the day. • Keep hydrated • During drought condition, conserve water. • Stay indoors whenever possible. • Regularly clean electric fans and air conditioner filters • Wear light-colored and lightweight clothing. • Take frequent breaks if you must work outdoors. • Never leave children or pets alone in closed vehicles. • Seek medical attention if you or another person experiences symptoms of heat stress. • Seek medical attention if you or another person experiences symptoms of heat stress.
Disaster Readiness and Risk Reduction Hydrometeorological Hazard Maps Content Standard The learners demonstrate understanding of hydrometeorological hazards Performance Standards The learners shall be able to: • develop a family emergency preparedness plan to guide them on what to do before, during, and after the occurrence of events that cause hydrometeorological hazards • develop proficiency in executing emergency response plans through safety drills. Learning Competency The learners are able to: • interpret different hydrometeorological hazard maps (DRR11/12-IIc-d-35 and 36) Specific Learning Outcomes At the end of the lesson, the learners will be able to: • source different hydrometeorological hazard maps available on the internet; and • use/apply the hazard maps in their local area as tools for risk assessment and planning 90 MINS LESSON OUTLINE Introduction Common Hydrometeorological Hazards in the Philippines 5 Instruction Lecture: Hazard Maps and their Online Sources 25 Practice Exploration of Various Hydrometeorological Hazard Maps and their Applications 60 Enrichment Hazard Maps of Local Barangay Suggested Resources (1) Department of Science and Technology. (n.d.). DOST - Project NOAH. Retrieved from http://noah.dost.gov.ph/ (2) Mines and Geosciences Bureau. (n.d.). Retrieved from http:// gdis.denr.gov.ph/mgbgoogle/ (3) National Mapping and Resource Information Authority. (n.d.). NAMRIA | The Central Mapping Agency of the Government of the Philippines. Retrieved from http://www.namria.gov.ph/ (4) Philippine Atmospheric, Geophysical and Astronomical Services Administration. (n.d.). PAGASA | Philippine Atmospheric Geophysical and Astronomical Services Administration. Retrieved from https://kidlat.pagasa.dost.gov.ph/ (5) Philippine Flood Hazards Map. (n.d.). Retrieved from http:// www.nababaha.com (6) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy - unisdr. Retrieved from https://www.unisdr.org/we/ inform/terminology 151
INTRODUCTION (5 MINS) Communicating learning objectives 1. Introduce the following learning objectives using any of the suggested protocols. (Verbatim, Own Words, Read-aloud). I. I can identify hydrometeorological hazards and their respective hazard maps II. I can minimize my vulnerability to hydrometeorological hazards by proper preparation Review of Common Hydrometeorological Hazards in the Philippines 1. What are hazard maps and how can these maps help us? 2. Ask learners to enumerate the most common severe hydrometeorological hazards we experience in the Philippines 3. Ask learners what particular hydrometeorological hazards are their community exposed to. INSTRUCTION (25 MINS) Lecture Return period, also referred to as recurrence interval, is the probability of an event such as heavy rain, intense typhoon of floods to happen. It is a statistical measurement mainly based on historical data that gives the estimated time interval between similar extreme events. For example, the return period of a heavy rainfall event is 100 years, this can be expressed as an event with a probability of happening equivalent to 1/100 or 1%. This does not mean that the next similar extreme event will happen 100 years after, instead, it means that in a given year, there is a 1% chance that the event will happen. Consequently, 100-year floods can happen in 2 consecutive years. In analysis of extreme hydrometeorological events, “return periods” are usually used to infer the severity of an event.
Fig. 1: Modified Coronas Climate Classification Fig. 2: MTSAT IR satellite image taken on 19 June 2013 (local time) Rainfall in the Philippines Rainfall is the most important climatic element in the Philippines. Rainfall distribution throughout the country varies from one region to another, depending upon the direction of the moisture-bearing winds and the location of the mountain systems. The mean annual rainfall of the Philippines varies from 965 to 4,064 millimeters annually. Baguio City, eastern Samar, and eastern Surigao receive the greatest amount of rainfall while the southern portion of Cotabato receives the least amount of rain. At General Santos City in Cotabato, the average annual rainfall is only 978 millimeters for the whole year. What is the usual rainfall in you area? The Modified Coronas Climate Classification (Fig. 1) describes the monthly rainfall variations in different parts of the country. Rainfall observation Aside from rain gauge monitoring in different parts of the Philippines, PAGASA publishes regularly updated color-coded satellite images (Fig. 2) from the Multi-Functional Transport Satellite or MTSAT (as of Dec 2015, but will soon shift to a newer satellite called Himawari-8) to visualize rain distribution across the country. Color code is as follows: Red – heavy rain; Yellow – light to moderate rain; White – clouds; Blue – clear sky. 153
Figure 3: Location of Weather Radar operated by PAGASA Figure 4: Radar image over Bataan / NCR showing extensive rain. Figure 5: PAGASA Flood monitoring system In addition to the satellite observation, PAGASA operates 10 weather radar stations (as of 2015) all over the Philippines. Fig. 3 shows the locations of these weather radar systems. Weather radar can detect hydrometeors (e.g. rain, clouds) by transmitting electromagnetic radiation to the atmosphere then analyze the returning “echoes” reflected by weather elements present in the sky. Figure 4 shows a sample radar image over Bataan also using a color coding scheme to visualize rainfall in the region. Another product of PAGASA is its watershed monitoring network or Flood monitoring system. Using water level sensors that measures the height of the water level of major river systems, users can monitor impending flooding in major river systems in the Philippines. Figure 5 show the major waterways of Metro Manila and their corresponding water levels.
Figure 6: PAGASA Dry Spell / Drought Outlook Figure 7: PAGASA Dry Spell / Drought Assessment While we are usually concerned with heavy rainfall events, lack of rain is also a significant condition that we also experience. Weather in different parts of the Philippines can vary significantly for certain years as a response to changing global climate. One of the main climate drivers that affect the Philippines is the El Niño Southern Oscillation (ENSO) or simply El Niño. El Niño is a significant increase in ocean temperature over the eastern and central Pacific ocean. It occurs at irregular intervals ranging from 2-7 years usually developing in the early months of the year and decay the following year. In the Philippines, El Niño conditions are often characterized by dry and warm to hot climate. Months prior to the onset of El Niño, PAGASA publishes Drought/Dry spell outlook (Fig.6) that can warn us of impending dry conditions so we can prepare for such extreme events. Drought/Dry spell assessment (Fig.7) is also regularly published to report unusual climate conditions in different parts of the Philippines. 155
The following figures are comparison of flood hazard maps with different return periods for Marikina in NCR (Fig. 9) and Cagayan de Oro (Fig. 10). Figure 9: 5, 25, and 100-year Flood Maps of Marikina Figure 10: 5, 25, and 100-year Flood Maps of Cagayan de Oro Figure 8: DOST-NOAH web portal. The Nationwide Operational Assessment of Hazards or NOAH is a program under the Department of Science and Technology (DOST) with the mission to undertake disaster science research and development, advance the use of cutting edge technology and recommend innovative information services in government’s disaster prevention and mitigation efforts. DOST-NOAH can be accessed online at http://noah.dost.gov.ph. The NOAH website displays the PAGASA radar data, rainfall measurements of rain gauges of DOST, and has flood hazard maps for different regions of the Philippines with 5-year, 25-year, 50-year and 100-year return periods. Fig. 8 shows a sample 5-year flood hazard map accessible in its website. Project Noah Flood Maps 5-year 25-year 100-year Project Noah Flood Maps 5-year 25-year 100-year
Another local website, http://www.nababaha.com, a non-profit project by the members of the Volcano-Techtonics Laboratory of the National Institute of Geological Sciences of University of the Philippines, publishes a list of flood hazard maps of different regions (http://www.nababaha.com/list.htm), with the same dataset as DOST-NOAH. National Mapping and Resource Information Authority (NAMRIA) is an agency of the Philippine government under the Department of Environment and Natural Resources (DENR) responsible for providing the public with mapmaking services and acting as the central mapping agency, depository, and distribution facility of natural resources data in the form of maps, charts, texts, and statistics. On its website’s download page, http://www.namria.gov.ph/download.php, hazard/susceptibility maps for storm surge, rain-induced landslide and flood are freely available. On the left: Figure 11: Flood/Flashflood susceptibility map (left image) 157
PRACTICE (60 MINS) 1. Ask the learners to explore the publicly available hazard maps discussed and pin-point your location. (If school has no IT facility, the hazards maps can be printed beforehand and distributed to the students) 2. Enumerate the hazards of your area by providing corresponding hazard map 3. Discuss and enumerate the steps that can be taken to reduce future disasters in your community. 4. Present (individually or by groups) in front of class the results of the discussion. ENRICHMENT 1. Ask the learners to go to their local barangay and see what hazard maps (or similar information) are being used to prepare the local community on certain hydrometeorological events. The Mines and Geosciences Bureau (MGB), a government agency also under the Department of Environment and Natural Resources (DENR), is responsible for the conservation, management, development and proper use of the country’s mineral resources including those in reservations and lands of public domains. MGB maintains a geohazard visualization portal accessible at this URL http:// gdis.denr.gov.ph/mgbgoogle/. Figure 12: Mines and Geosciences Bureau GeoHazard Visualization Portal Figure'12: Mines'and'Geosciences'Bureau'GeoHazard'Visualization'Portal
Disaster Readiness and Risk Reduction Fire Triangle Content Standards The learners demonstrate understanding of the fire triangle. Performance Standards The learners shall be able to: • develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident. Learning Competency The learners are able to: • recognize elements of the fire triangle in different situations. (DRR11/12-IIe-f-37) Specific Learning Outcomes At the end of the lesson, the learners will be able to: • state the positive and negative effects of fire; • define and identify the components of the fire triangle; and • recognize elements of fire triangle in different situations. 60 MINS LESSON OUTLINE Introduction Review the definition of hazards and introduce objectives 5 Motivation Pros and Cons Activity 5 Practice Fire Triangle Experiment 35 Evaluation Describe and define each component of the fire triangle 15 Enrichment Identify 5 Possible Situations where Fire is Present Materials: Individual: writing paper, pens, personal protective equipment (goggles) Per group: 3 candles, matches, glass jar with lid, glass of water, tissues/rags, cartolina, permanent markers, notebooks/ worksheets Suggested Resources (1) UNISDR Terminology on DRR - http://www.unisdr.org/ (2) DOST PAGASA website, https:// kidlat.pagasa.dost.gov.ph/ (3) DOST NOAH website, http://noah.dost.gov.ph/ (4) Nababaha website, http://www.nababaha.com (5) NAMRIA website, http://www.namria.gov.ph/ (6) Mines and geosciences Bureau website, http:// gdis.denr.gov.ph/mgbgoogle/ 159
INTRODUCTION (5 MINS) Review (3 minutes) 1. Ask the learners what is the meaning of a hazard. 2. Ask the learners to name the hazards that have been described in detail in class. This could be done by learners listing the hazards on the board. Sample responses: I. Earthquake hazards II. Volcanic hazards III. Storms, and other hydrometeorological hazards 3. Ask them about the remaining hazard that they need to know. They should be able to name fire hazards. Communicate learning objectives (2 minutes) 1. Introduce learner objectives: I. I can state the positive and negative effects of fire. II. I can distinguish what materials are necessary to create fire - the fire triangle. MOTIVATION (5 MINS) Pros and Cons Activity Pre-Activity 1. Ask the learners to get a piece of paper and fold it in two. During the Activity 1. On one side, they need to write what could be considered as positive qualities of fire (PROS). 2. On the other, they need to write what could be considered as negative qualities of fire (CONS). 3. Give them 3 minutes to come up with their lists. 4. Afterwards, ask to learners to form pairs and discuss what they have written. 5. Call on 2 learners to share their lists to the class. Post Activity 1. Explain to the learners that fire has both positive and negative effects and that the goal of everyone is to minimize the negative effects of fire. Teacher Tip: Definition of hazard based on RA 10121: a dangerous phenomenon, substance, human activity or condition that may cause loss of life, injury or other health impacts, property damage, loss of livelihood and services, social and economic disruption or environmental damage. Teacher Tip: Make sure that the learners will be able to write at least two Pros and two Cons.
PRACTICE (30 MINS) Fire Triangle Experiment Pre-Activity 1. Let the learners recall instances where they have witnessed fire. 2. Ask the learners what could be the materials needed to make fire. 3. Tell the learners that fire needs three elements for it to be formed and that they will find out what the fire triangle is based on experiments. 4. Prepare the materials needed for the experiment: candle, matches, glass jar in which the candle can fit inside and its lid, safety goggles, and notebook or worksheet. During Activity 1. Divide the class into groups of 4-5 learners each. 2. Remind the learners that they should have their notebooks and goggles with them. 3. The activity is divided into three parts: Part A. A. Light a candle using the match. The learners should observe what happens before a fire is formed. B. Using the wax from the burning candle, mount the candle to the lid of the jar. Make sure that they mount it on the underside of the lid. Teacher Tip: Remind the class that they should be very careful when dealing with fire. They should always be wearing their goggles. The teacher may opt to prepare a worksheet for the learners to follow and answer so that the teacher could focus if the learners are conducting the activity properly. PROS CONS It gives warmth. It causes injury or even death. It is used for cooking food. It destroys important materials. It is used in many industrial processes. It burns down houses or forests. It is used as a light source. 161
C. Then, slowly put the jar on top of the candle and close the jar. Observe what happens to the candle and write this down on their notebooks. D. Afterwards, wait for about 2 minutes to unscrew the jar. Note that the jar could still be hot. Part B. A. Soak the tip of the candle in water then try to light it up using the match. Does it light up easily? Observe what happens and write it down on their notebooks. B. Afterwards, dry the tip of the candle using a tissue and again try to light the candle. Observe what happens and write it down on their notebooks. Part C. A. Using the same candle in Part B, try to light the bottom of the candle. Does it light up? B. What could be needed for the candle to light up? Ask the learners to write their answers on their notebooks. 4. Give each group a cartolina and ask the learners to come up with their own version of a fire triangle based on the experiments that they have performed. Post Activity 1. Ask each group to report their fire triangle to the class for two (2) minutes and post them around the room. 2. Use the following rubric to grade the reports: Teacher Tip: For the reporting, the learners need not use the terms OXYGEN, HEAT, and FUEL. They are given full points as long as they are able to describe the fire triangle. Fire Triangle: (image from Wikipedia.org) Teacher Tip on Groupings: If the group has five (5) learners, use this configuration: 1 Group Facilitator 1 Scribe 2 Logistics Officers (in charge of the materials) 1 Reporter The learners should give peer evaluations at the end of the activity based on their assigned task. 4 3 2 1 PRESENTATION OF FIRE TRIANGLES The reporters were able to create an accurate fire triangle and adequately explain how they were able to come up with such. The reporters were able to create an accurate fire triangle. The reporters were able to describe at least one element of the fire triangle. The reporters were not able to give a fire triangle.
Discussion 1. Emphasize to the learners that fire needs three elements to burn: (1) Oxygen, (2) Heat, and (3) Fuel. 2. Part A shows the role of oxygen to the formation of fire. As the fire is being enclosed in the jar, the oxygen is being used up. Once the fire is enclosed, all the oxygen turns into carbon dioxide and eventually, fire won’t be produced. 3. Part B shows the role of heat. Once the candle is soaked in water, it will not be able to produce enough heat to sustain a fire. If the candle is dry, then it could reach enough heat to sustain a fire. 4. Part C shows the role of fuel. Fire needs fuel to form. For the candle, the wick serves as the fuel. The wax is not capable of burning and is just there to support the fire. 5. If the fire triangle is incomplete, there will be no fire. EVALUATION (15 MINS) 1. Give the learners a quiz in which they will identify the fire triangle in every situation. 2. They will need to evaluate and list down the fire triangle from these situations: A. Bonfire being lit while camping B. Stove fire used for cooking rice C. Lamp (gasera) used for areas where electricity is unavailable D. Lighter used for lighting cigarettes E. Grilling barbeques using charcoal F. Lightning striking a tree G. Newspapers being burned H. Fire crackers/fireworks used during celebrations I. Electrical fires during summers J. Chemicals stored in closed environments ENRICHMENT 1. Ask the learners to identify 5 possible situations in their houses where fire is present. At least one (1) fire with negative effects should be included. 2. Let them identify the fire triangle for each situation. 3. Ask them to come up with concrete plans so that unwanted fires will be prevented. Teacher Tip: You may give one example where fire could start in their home (e.g. while cooking food) for them to have an idea. 163
Disaster Readiness and Risk Reduction Causes of Fires Content Standard The learners demonstrate understanding of the causes of fire. Performance Standard The learners shall be able to: • develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident. Learning Competency The learners are able to: • The learners analyze the different causes of fires. (DRR11/12-IIe-f-38) Specific Learning Outcomes At the end of the lesson, the learners will be able to: • analyze different causes of fire; • know the different fire classes; and • classify fire incidents according to fire classes. 60 MINS LESSON OUTLINE Introduction Review the Fire Triangle and Introduce Objectives 5 Motivation High - Low Game 10 Instruction and Practice Different Causes of Fire 37 Evaluation Classification of Fire Incidents 8 Enrichment Research News Clippings Materials: Manila papers, permanent markers, tape, graphing papers Suggested Resources (1) De Costo, S.B. and Gumela, M.V. 2004. Should the Fire Prevention Month Be Moved to April? (http:// www.nscb.gov.ph/sexystats/2014/SS20140509_fire.asp) Accessed on October 5, 2015. (2) Bureau of Fire Protection Operational Procedures Manual 2015. (http://bfp.gov.ph/wp-content/uploads/2015/09/ BFP-Operational-Procedures-Manual.pdf) Accessed on October 5, 2015. (3) Classes of Fire. (http://www.falckproductions.com/ resources/fire-safety-and-firewatch/classes-of-fire-a-b-c-dand-k/) Accessed on October 5, 2015 (4) Types of Fires. (http://www.femalifesafety.org/types-offires.html) Accessed on October 5, 2015. Additional Resources at the Back
INTRODUCTION (5 MINS) Review 1. Ask the learners what they remember about the fire triangle. Let one learner draw the fire triangle on the board. 2. Give one example of a fire incident and ask the learners to recognize the fire triangle in the example. Example: Fire produced by grilling barbecue 3. Emphasize that fire can form as long as the fire triangle is present and there is chemical reaction between the elements of the triangle. Communicate learning objectives 1. Introduce learner objectives: I. I can analyze the different causes of fire. II. I can classify fires based on their source/cause. MOTIVATION (10 MINS) High-Low Game 1. Using the statistics from Bureau of Fire Protection (BFP) and Philippine Statistics Authority (PSA) for 2010-2013, prepare questions requiring learners to guess the correct number/statistic. 2. Divide the class into two (2) groups. Toss a coin to see which group answers first. 3. The first group is asked the first question and has the chance to guess, the teacher responds with either HIGHER, LOWER, or CORRECT. 4. If the first group is not able to get the correct answer, the other group gets a chance to guess the answer. Again the teacher will respond with either HIGHER, LOWER, or CORRECT. 5. The groups will alternate in guessing until the correct answer is given. 6. The game ends once the learners have completely guessed all the statistics that the teacher has asked. 7. Let the learners internalize the statistics about fire incidences in the country. Teacher Tip: The teacher may opt to ask more examples of recognizing the fire triangle to further assess the understanding of the learners. 165
Sample Questions: A. How many fire incidents were recorded for 2013 nationwide? Ans. 12,301 incidents B. How many people died from fire incidents for 2013 in NCR? Ans. 58 people C. How many fire incidents were caused by cigarette butts for 2012 nationwide? For 2013? Ans. 581 and 736 incidents respectively D. How many fire incidents were caused by faulty electrical wiring/connection for 2012 nationwide? For 2013? Ans. 2861 and 3532 incidents respectively E. How many fire incidents were caused by neglected electrical appliances/devices for 2013 nationwide? Ans. 408 incidents Alternative Motivation: Graph the statistics 1. Learners are given graphing papers. 2. Using the statistics from the Bureau of Fire Protection (BFP) and Philippine Statistics Authority (PSA) for 2010-2013, ask the learners to graph the data based on various criteria: 3. Number of fire incidents per year or per region 4. Number of casualties per year or per region 5. Number of fire incidents per cause of fire Note: Learners are given unique data to graph. Make sure that the data for the different years are distributed. 6. Make sure that the learners will employ the same x- and y-axes and interval per axis. 7. Learners are asked to post their graphs on the board. Graphs having the same year may be lumped together. Another is moving some graphs to see the changes as the years go by. 8. The teacher will ask the learners questions about the graphs that they have done. Sample Questions: A. What can you say about the number of fire incidents from 2010 to 2013? Why do you think this is? B. What can you say about the number of fire causes shown in the graphs? C. Why do you think are there discrepancies between regions in terms of number of fire incidents? Teacher Tips: • The class could be further divided into smaller groups up to individuals. • Teachers may vary their questions depending on their respective locations (e.g. regions). • The teacher may opt to provide clues to facilitate the time in answering. • Use the national data first then add in local statistics. • For the graphing part: this could be used for more advanced learners. It utilizes graphing skills learned from other science and math classes.
INSTRUCTION AND PRACTICE (10 MINS) Discussion 1 1. Ask the learners to list down all possible sources of fire that they can think of. Give as many as they can in 1 minute. 2. Ask the learner with the most answers to enumerate his answers on the board. 3. The teacher will check if the answers are correct. Afterwards, state that there are 16 identified causes of fires. 4. The BFP Operational Procedures Manual has list down the causes of fire as follows: A. Faulty electrical wiring or connection B. LPG-related C. Neglected cooking or stove D. Cigarette butt E. Unattended open flame: torch or sulo F. Unattended open flame: candle or gasera G. Matchstick or lighter H. Direct flame contact or static electricity I. Neglected electrical appliances or devices J. Electrical machineries K. Chemicals L. Incendiary device or ignited flammable liquid M. Spontaneous combustion N. Pyrotechnics O. Bomb explosion P. Lightning Q. Others (forest fire, vehicular fire, etc.) 5. Provide simple examples and pictures (if possible) for each. Teacher Tip: Definition of terms: • Incendiary – designed to cause fires For incendiary fire, the teacher may opt to include the concept of arson or the criminal act of deliberately setting fire to property. Emphasize that arson is a criminal offense. • Pyrotechnics – the art of making or displaying fireworks • Spontaneous combustion – ignition of organic matter without apparent cause, typically through heat generated internally by rapid oxidation For Discussion 1: • The teacher may contact BFP officials regarding the explanation of fire causes and fire incidences. 167
Practice 1 1. Let the learners pick from 1, 2, 3, 4, or 5 (see end of guide). 2. Learners will be given two (2) news clippings of fire incidents in the Philippines each depending on what they picked from 1, 2, 3, 4, or 5. 3. Each learner will determine what caused each fire incident and the fire triangle for each. 4. After 5 minutes, the learners with the same numbers are grouped together and will discuss their answers. 5. Ask the groups to come up with a unified answer per incident. They will be given manila papers and permanent markers to write their answers on. 6. Afterwards, the groups will present a summary of the fire incidences, their causes, and respective fire triangles. 7. Let the learners leave their manila papers posted on the board. Discussion 2 1. After all the groups have presented their answers, the teacher will introduce the different fire classes. 2. Each fire class is based on the fuel that they burn. 3. This classification is very useful in order to determine what substances or chemicals are effective in extinguishing the fire. 4. The substances or chemical that can be used to extinguish the different fire classes will be discussed in a separate meeting. 5. There are 5 fire classes: I. Class A – fuels are ordinary combustibles such as wood, paper, plastic, or anything that leaves ash. II. Class B – fuels are flammable or combustible liquids like petroleum oil, gasoline, paint, and flammable gasses such as propane and butane. Cooking oils and grease are NOT part of class B fires. III. Class C – fuels are energized electrical fires like motors, transformers, and appliances. Once the power or source of electricity is removed, the fire becomes one of the other classes of fire. IV. Class D – fuels are combustible metals like potassium, sodium, aluminum, titanium, and magnesium. V. Class K – fuels are cooking oils, grease such as animal fat and vegetable fats. Teacher Tips: For Practice 1: • The teacher may opt to look for records of fire incidents within their local areas. • The teacher may opt to give 1 news clipping per group if time is limited. • Ask the learners to listen carefully to all of the reports of the groups since it is important to the next part of the discussion. For Discussion 2: • Emphasize that the fuel of the fire triangle is the basis for the classification of the fires. • You may ask the learners why the type of fuel is the basis for classification. • Also, emphasize that the substances that are used to extinguish each fire class will be discussed in the next meetings.
EVALUATION (8 MINS) 1. Ask the learners to classify the all the fire incidents according to the fire classes. 2. They will put their answers on their respective papers and will serve as their quiz for the day. ENRICHMENT Ask the learners to research another news clipping of a fire incident (separate from those given, e.g. Ozone Disco Fire or the Kentex Factory fire) and let them identify the fire cause, fire triangle, and the class of fire. Teacher Tips: For Assessment: • The teacher may use the assessment part to check if the learners were really listening to the reporters by not giving a recap of the incidences during the test. • Another option is to let the learners scan the different manila papers for the quiz. Teacher Tip: This activity could be used to bridge set-up the next competency: Observe precautionary measures and proper procedures in addressing a fire incident. (DRR11/12-IIe-f-39) 3 2 1 ASSESSMENT The learner was able to completely classify the fire incidences according to the fire classes. The learner was able to partially classify the fire incidences according to the fire classes. The learner was not able to classify the fire incidences according to the fire classes. Some news articles available from the internet: (1) 75 die in Philippine Hotel fire. (http://www.dailymail.co.uk/news/ article-67223/75-die-Philippine-hotel-fire.html). Accessed on October 5, 2015. (2) Philippines: Thousands homeless after Manila predawn fire. (http:// www.ibtimes.co.uk/philippines-thousands-homeless-after-manilapredawn-fire-1490249). Accessed October 5, 2015. (3) Couple’s argument sparks Mandaluyong fire. (http:// www.tempo.com.ph/2012/03/07/couples-argument-sparksmandaluyong-fire/) Accessed October 5, 2015. (4) Philippines Deals with Several Fires that Killed 7, Massive Fire in Manila Displaces Familes. (http://www.ibtimes.com/philippines-deals-severalfires-killed-7-massive-fire-manila-displaces-families-1771714). Accessed on October 5, 2015. (5) Fire Incident in Brgy. Sta. Maria. (http://www.bauan.gov.ph/index.php/ news/25-fire-incident-in-brgy-sta-maria). Accessed on October 5, 2015. (6) 24 die in fire at Philippines department store. (http://www.cbc.ca/news/ world/24-die-in-fire-at-philippines-department-store-1.628176). Accessed on October 5, 2015. (7) Elderly killed, 40 houses burned in Zamboanga City fire. (http:// kickerdaily.com/elderly-killed-40-houses-burned-in-zamboanga-city-fire/). Accessed on October 5. 2015. (8) Fire breaks out in UP Diliman Alumni Center; fifth fire incident in seven years (http://www.filipinoscribe.com/2015/07/01/fire-breaks-out-in-updiliman-alumni-center/). Accessed on October 5, 2015. (9) During fire prevention month: 2 bushfire incidents hit Makilala forests (http://www.ndbcnews.com.ph/news/during-fire-prevention-month-2- bushfire-incidents-hit-makilala-forests). Accessed on October 5, 2015. (10)3 dead, 6 injured in Batangas fire (http://cnnphilippines.com/regional/ 2015/07/08/lian-batangas-fire.html). Accessed on October 5, 2015. 169
Disaster Readiness and Risk Reduction Precautionary Measures and Proper Procedures to Fires Content Standard The learners demonstrate understanding of the causes of fire and the fire triangle. Performance Standard The learners shall be able to: • develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident. Learning Competency The learners are able to: • observe precautionary measures and proper procedures in addressing a fire incident. (DRR11/12-IIe-f-39) Specific Learning Outcomes At the end of the lesson, the learners will be able to: • observe precautionary measures for a fire incident; and • know proper procedures in addressing a fire incident. 60 MINS LESSON OUTLINE Introduction Review the Fire Triangle and Different Causes of Fire 5 Motivation Video or News Clippings of Real Fire Incidents 15 Instruction and Practice Discussion and Activity on How Accidental Fires could be Prevented 30 Evaluation Quiz 10 Enrichment Assignment Materials: Cartolina or Manila paper, permanent markers, thin candle, matchsticks, scissors, transparent drinking glass, bond paper Suggested Resources (1) Bureau of Fire Protection Operational Procedures Manual 2015. (http://bfp.gov.ph/wp-content/uploads/2015/09/ BFP-Operational-Procedures-Manual.pdf) Accessed on October 5, 2015.
INTRODUCTION (5 MINS) Review 1. Ask the learners about the different classes of fire. 2. Give one example of a fire event and ask the learners to recognize the fire triangle in the example. Also, ask under which class of fire this could be classified. Example: Fire produced by grilling barbecue 3. Emphasize that fire can form as long as the fire triangle is present and there is chemical reaction between the elements of the triangle. 4. Another to emphasize is that the different fire classes correspond to different fuel types. Communicate learning objectives 1. Introduce learning objectives: I. I can observe precautionary measures for a fire incident to not happen. II. I can employ proper procedures in addressing a fire incident. MOTIVATION (15 MINS) Video of Real Fire Incidents 1. Divide the class into smaller groups (3-5 learners per group). 2. Show the learners a video of a fire incident. 3. From the video that they have seen, let them have a discussion about the following questions: I. What caused the fire? How did it start? II. Under which fire class could this be classified into? III. Is it possible for the fire incident to be prevented? IV. If yes, what steps could the people have taken? (Give at least 2 concrete steps.) V. If no, discuss why it is not possible to prevent the fire incident. 4. Ask the learners to present their answers in a 2-3-minute oral report. Teacher Tip: For the review of the fire classes, the classes of fire could be given and the learners would describe what each fire class is. Classes of fire: Class A – fuels are ordinary combustibles such as wood, paper, plastic, or anything that leaves ash. Class B – fuels are flammable or combustible liquids like petroleum oil, gasoline, paint, and flammable gasses such as propane and butane. Cooking oils and grease are NOT part of class B fires. Class C – fuels are energized electrical fires like motors, transformers, and appliances. Once the power or source of electricity is removed, the fire becomes one of the other classes of fire. Class D – fuels are combustible metals like potassium, sodium, aluminum, titanium, and magnesium. Class K – fuels are cooking oils, grease such as animal fat and vegetable fats. Teacher Tip: Video showing: Local news portals (ABSCBN, GMA7, etc.) often upload their news stories on their YouTube accounts. You could access this via the internet. You may pick which are relevant to your locale/area or you may choose well-known fire incidents. It is better to choose videos which contain interviews with BFP officers concerning the cause of fire or residents who also state the possible cause of fire. 171
News Clippings of Real Fire Incidents 1. Divide the class into smaller groups (3-5 learners per group). 2. Give the groups a news clipping of a fire incident. 3. From the news clippings, let them have a discussion about the following questions: I. What caused the fire? How did it start? II. Under which fire class could this be classified into? III. Is it possible for the fire incident to be prevented? IV. If yes, what steps could the people have taken? (Give at least 2 concrete steps.) V. If no, discuss why it is not possible to prevent the fire incident. 4. Ask the learners to present their answers in a 2-3 minute oral report. INSTRUCTION AND PRACTICE (30 MINS) Discussion and Activity 1 1. Based from the learners’ answers, summarize the preventive measures. 2. Discuss that there are many ways to prevent accidental fires. 3. First, look at the fire triangle. 4. If just a single component of the fire triangle is absent, then accidental fires could be prevented. 5. Give the groups of learners a set of the following materials: a thin candle, matchsticks, scissors, and a transparent drinking glass. 6. Impose to them the following questions: I. Is there a way to light the candle without using the matchstick, and only the other materials given to them? II. What is the purpose of the wick? Is it possible to light the candle without it? III. How does one remove the oxygen from the set-up? 7. Give them 5 minutes to think about their answers. They could make use of the materials given to them in seeking their answers. 8. Ask the learners to list down their answers on a piece of paper and demonstrate these to the class. Teacher Tip: News clippings: Local news articles about fire incidents are available on periodicals and on the internet. Some of these news clippings are used from the previous competency. You may use these or search for more articles. There are also suggested news articles at the end of this lesson. You may also contact your local fire stations under the Bureau of Fire Protection for cases of fire. Website: http://bfp.gov.ph
Note: The learners could have different sets of answers. Below could be some of their responses: I. Is there a way to light the candle without using the matchstick, and only the other materials given to them? A. They may use the scissors to rub the wick and produce fire. However, this would have to take a long time. B. Another is they may rub their hands to produce friction and eventually fire. Using this method won’t be effective since they need to rub their hands really fast to increase the amount of heat from their palms and produce fire. C. They may say that there is no way for the candle to be lit since there is no heat source. II. What is the purpose of the wick? Is it possible to light the candle without it? A. The wick is the material being burnt to produce fire. It is the fuel of the set-up. It is not possible to light the candle without it. III. How does one remove the oxygen from the set-up? A. They may say that one could blow out the candle. The oxygen is deprived with the introduction of carbon dioxide from their breath. B. Another is by placing the transparent drinking glass on top of the lighted candle and wait until all of the oxygen is consumed. 9. Summarize the ways at how the fire triangle was broken and what precautionary measures they could do in order to prevent unwanted fires. 10. For heat: make sure that materials that could easily warm up are not near sources of heat (i.e. curtains near the kitchen stove; matches near electrical plugs) 11. For fuel: recount the different types of fuel discussed in the classes of fire. Make sure that these materials are organized and do not have any contact with other combustible materials. 12. For oxygen: Presence of oxygen in air can’t be regulated. Ensure that the area in which you will be starting your fires are well ventilated. Discussion(2 1. Impose this question to your learners: What if there is an ongoing fire incident? What to do then? 2. Learners should be able to answer that they need to remove at least one component of the fire triangle to address the fire. Teacher Tip: Fire Triangle: Heat + Fuel + Oxygen = Fire Use a thin candle for this experiment. The learners may be asked beforehand to prepare and bring the materials that are needed. A. thin candle B. matchsticks C. scissors D. transparent drinking glass Emphasize to the learners that they should exercise caution in dealing with fire. Be ready with fire extinguishers. If the learners bring up the topic of friction, you may emphasize that the heat produced by rubbing their palms is not enough to light the candle. 173
3. Emphasize that this is only possible if the fire incident is still manageable (e.g. small fires) 4. Give examples of fires that they could put out. 5. Remind them of the different classes of fire and the use of fire extinguishers. 6. Impose another question: If the fire can’t be contained, what now? 7. Learners should be able to determine that they need to vacate the area of the fire incident and to contact the fire department. 8. Tell them that specific steps on how to handle a fire incident will be tackled in the next lesson. EVALUATION (10 MINS) 1. Give the learners a piece of bond paper each and ask them to sketch their current classroom. 2. Ask them to identify areas where fire could start and mark these in their sketches. 3. Let them list at least five (5) precautionary steps to take in order to prevent fires. 4. Give one specific scenario inside the classroom when a fire incident would happen (e.g. short circuiting of electrical appliances, accident involving fires used in classroom and laboratory activities). 5. Ask the learners to list down the steps that they would take in order to address it. ENRICHMENT 1. Using the same activity as that of the assessment, ask the learners to come up with a sketch of their homes. 2. Let them identify possible sources of fire and precautionary steps that they could take to reduce the possibility of fire. 3. Also, let them indicate possible exit routes that they could take in case of fire. 4. Ask them to research on the contact details of their nearest fire station and any other emergency contact number that they could call in case of fire. Teacher Tip (for Enrichment) Use this activity to set-up your lesson for the competency: Follow fire emergency and evacuation plans. (DRR11/12-IIe-f-41). Suggested News Articles: (1) 75 die in Philippine Hotel fire. (http:// www.dailymail.co.uk/news/ article-67223/75-die-Philippine-hotelfire.html). Accessed on October 5, 2015. (2) Philippines: Thousands homeless after Manila predawn fire. (http:// www.ibtimes.co.uk/philippinesthousands-homeless-after-manilapredawn-fire-1490249). Accessed October 5, 2015. (3) Couple’s argument sparks Mandaluyong fire. (http:// www.tempo.com.ph/2012/03/07/ couples-argument-sparksmandaluyong-fire/) Accessed October 5, 2015. (4) Philippines Deals with Several Fires that Killed 7, Massive Fire in Manila Displaces Familes. (http:// www.ibtimes.com/philippines-dealsseveral-fires-killed-7-massive-firemanila-displaces-families-1771714). Accessed on October 5, 2015. (5) Fire breaks out in UP Diliman Alumni Center; fifth fire incident in seven years (http://www.filipinoscribe.com/ 2015/07/01/fire-breaks-out-in-updiliman-alumni-center/). Accessed on October 5, 2015. (6) 24 die in fire at Philippines department store. (http://www.cbc.ca/news/world/ 24-die-in-fire-at-philippinesdepartment-store-1.628176). Accessed on October 5, 2015.). Accessed on October 5. 2015.
Disaster Readiness and Risk Reduction Basic Response Procedures to Fires Content Standard The learners demonstrate understanding of the causes of fire and the fire triangle. Performance Standard The learners shall be able to: • develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident. Learning Competency The learners are able to: • apply basic response procedures during a fire incident (DRR11/12-IIe-f-40) Specific Learning Outcomes At the end of the lesson, the learners will be able to: 1. learn about the phases of fire; 2. apply basic response procedures during a fire incident; and 3. develop a family emergency preparedness plan. 60 MINS LESSON OUTLINE Introduction Review of Previous Lessons 5 Motivation Video Showing 5 Instruction and Practice Discussion and Activity on How Accidental Fires could be Prevented 50 Enrichment Assignment Suggested Resources (1) Bureau of Fire Protection Operational Procedures Manual 2015. (http:// bfp.gov.ph/wp-content/uploads/2015/09/BFP-Operational-ProceduresManual.pdf) Accessed on October 5, 2015. (2) Fire Prevention. BWC Division of Safety and Hygiene (https:// www.bwc.ohio.gov/downloads/brochureware/publications/ SWPrograms/FirePrev.pdf) Accessed on February 1, 2016. (3) Fire Safety. Phosphorus, Inorganic & Nitrogen Flame Retardants Association (http://pinfa.org/index.php/flame-retardants/fire-safety) Accessed on January 31, 2016. (4) Fire Safety for Texans: A Lifetime for Fire Safety. Texas State Fire Marshal. (https://www.tdi.state.tx.us/pubs/sfmo/fmcurrguidehea.pdf) Accessed on January 31, 2016. (5) Kilnoff, Robert. Introduction to Fire Protection. 3rd Edition. SlideShare. (http://www.slideshare.net/joeRCC/chapter-04-7082565) Accessed by January 31, 2016. (6) Phases of Fire prezi presentation by Phil Raume (https://prezi.com/ 1xe96yltfdet/phases-of-fire/) Accessed on January 30, 2016. (7) Stages of fire growth. Kirtika Sharma youtube channel. (https:// www.youtube.com/watch?v=9qu4GCch-dM) Accessed on January 30, 2016. (8) The 4 Stages of a fire. Journey to Firefighter. (http:// journeytofirefighter.com/4-stages-of-a-fire/) Accessed on January 30, 2016. (9) Traditional Fire Development video by NIST. GFDTraining’s channel youtube page. (https://www.youtube.com/watch?v=KhjuvI1c2oE) Accessed on January 30, 2016. 175
INTRODUCTION (5 MINS) Review 1. Let the students recall their previous lessons from the fire triangle to the precautionary measures needed to prevent incidences of fire. Communicate learning objectives 1. Introduce learning objectives: A. I can know about the different phases of fire. B. I can properly address a fire incident by applying basic response procedures. C. I can make a preparedness plan in preparation of a fire incident at home. MOTIVATION (5 MINS) Video Showing 1. Show the learners a video of how a fire develops. Two Youtube links are given. 2. Let them observe how the fire develops and how fast it engulfs the room. 3. Impose to them the question: If you were inside the room, up until what time would you have tried to put out the fire? Would you have survived if you stayed that long inside the room? INSTRUCTION AND PRACTICE (50 MINS) Discussion 1. Introduce that there is the concept of phases of fire. 2. Define the phases of fire: I. Ignition – First stage: heat, oxygen, and fuel source combine and have a chemical reaction (fire triangle is complete) A. Also known as incipient B. 2 types: Piloted ignition and auto ignition C. Piloted ignition – fuel + oxygen + external heat source (spark) D. Auto ignition – combustion by heat without spark or flame E. Smoke and heat is produced. Teacher Tip: This should be concise and brief since the time will be used for discussions. Teacher Tip: You may also download copies of the videos using the site: http://www.keepvid.com. Don’t forget to properly cite the sources.
F. Oxygen supply = 21% G. Does not have high temperatures H. Breathing is barely affected. II. Growth – Expansion of fire, depletion of oxygen supply, and increase in temperature A. Also known as free burning phase B. Oxygen supply is less than 21% C. Temperatures reach between 640° to 870° D. Factors that affect the growth of fire: (1) fuel load, (2) fuel type, (3) orientation of fuel relative to fire, (4) available oxygen, (5) ceiling height, (6) potential for thermal layering E. Fire influences the environment and is influenced by the environment. F. High levels of carbon monoxide. G. Breathing becomes difficult. H. Highly dangerous flashovers may occur anytime. III. Fully Developed – All fuels have been ignited and burning. A. Hottest phase of a fire B. Fire is now dependent on the amount of oxygen. C. Spread of flammable gases within the area D. Oxygen supply < 16% E. Too much carbon monoxide is present IV. Decay – Fire starts to diminish as fuel and/or oxygen is consumed A. Also known as smoldering phase B. Usually the longest stage of a fire C. Characterized by significant decrease in oxygen and fuel D. Backdraft could potentially occur. Teacher Tip: You may opt to prepare a presentation which makes use of the video that you have chosen to show each fire phase. Some images could be searched from Google using the keyword “phases of a fire.” Definition of terms: 1. Backdraft – phenomenon in which fire that has consumed all available oxygen suddenly explodes when more oxygen is made available, usually because a door or window is opened 2. Flashover – rapid transition from the growth to fully developed stage; materials in room ignite all at once; tongues of flame roll across ceiling; radiant heat affects materials in room, raising them to ignition temperature 3. Fuel load – total amount of potential fuel for a fire in a given area 4. Ignition temperature – minimum temperature at which a substance burns 5. Thermal layering – tendency of gases to form into layers according to temperature (hottest gases at the top layer, cooler gases form at the lower layers) 6. Recall the ways on how heat is transferred: • Radiation – heat transfer through empty space by electromagnetic waves • Conduction – heat transfer through a medium without visible motion (mere contact) • Convection – heat transfer through a circulating medium (usually fluids) 177
3. Show the video again and identify the different phases of fire. Practice 1. Show the students some screenshots from another video or images from the internet regarding the phases of fire. 2. Let them analyze what phase each image shows and whether or not they should still try to put off the fire. Note: The only time that they should still try to put off the fire is during the ignition phase when the fire is still small. Otherwise, evacuate the area immediately and contact the nearest fire station and other authorities. Activity 1 1. After knowing the phases of fire, the students will now learn the basic response procedures. 2. Divide them into groups (3-6 members each) and give them manila paper and markers. 3. Ask them to brainstorm about the following situations: I. If you are in a burning room (fire phase: from ignition to growth), what do you need to do in order to survive? II. If you are in a burning room (fire phase: fully developed to decay), what do you need to do to in order to survive? III. If you were able to observe a place being devoured by fire, what do you need to do? 4. Give them 8 minutes to brainstorm and write their answers on their papers. 5. Afterwards, ask the groups to report their answers. 6. Summarize and take note of the students’ answers. Discussion 2 1. Before an actual fire incident occurs, there are some information that people need to know. I. Emergency contact numbers specially the nearest fire station II. Exit points Type of burns: 1. First degree – skin is red • “Cool a burn” = Hold burn under running cool tap water 2. Second degree – skin is red and blistery • “Cool a burn” and see a doctor if the burn is large or blisters are damaged. 3. Third degree – skin is gray, dry, and with no feeling • Don’t remove clothing from burn area. • Go to emergency room immediately.
III. Location of fire hose and fire extinguishers IV. Proper use of fire hose and fire extinguishers V. Proper precautionary measures (e.g. proper storage of combustibles, fuels, etc.) 2. Discuss the basic response procedures. Basic Response Procedures: 1. If inside a burning area A. Once you hear the fire alarm, evacuate to a safe area right away. B. If you see fires, pull fire alarms as you exit the area. Inform other people present in the area of the fire that is occurring. C. If the fire is still small and can be extinguished, use an appropriate fire extinguisher (recall the different classes of fire). Usually, normal fire extinguishers do the job, but if unavailable, buckets of water or damp cloths would do. Note: One should only fight a fire if the fire department has been notified, the fire is small, fire is confined to its point of origin, an escape route is available, and one can fight the fire with their back to the exit. D. If the fire is already large and is rapidly spreading (growth phase), immediately find the nearest exit and exit the area. E. Touch doors first to check if they are warm before opening them. If they are warm, do not attempt to open and proceed to a different route. F. Use the stairs not elevators. G. Close all windows and doors that you can reach as you exit. H. If there is smoke, stay as low as possible. Also, try to cover your nose to prevent inhalation. I. Once outside, move away from the exits and assemble in a safe area designated by the evacuation plan of the area or by emergency response teams. 179
2. If outside a burning area A. Do not attempt to go inside the burning area. B. Immediately contact the nearest fire station and other emergency response numbers. C. Listen and follow orders of the emergency response teams. D. Organize/Participate in a bucket relay. Bucket relay is when people help the fire fighters by passing buckets full of water either to try to extinguish the fire or to prevent the fire from further spreading. 3. If you catch fire, do the “stop, drop, and roll” right away. 4. If you are unable to leave the area unscathed or you have suffered burns, immediately attend to them depending on the degree of burn. Activity 2 1. Ask the students: Are there any precautionary measures being observed in their homes? If yes, what are these? 2. If a fire were to occur in their own residence, are the members of their household prepared and knowledgeable on what to do? 3. Based on what they know about fire hazards; the students will individually come up with their household fire preparedness plan. 4. Discuss what a fire preparedness plan is. A fire preparedness plan is a document that details what one should do in case of fire. It essentially tells people what to do in case of a fire incident in their homes. 5. The students will envision their homes being engulfed by fire and they should be able to come up with how to deal with a fire incident, before, during, and after a fire. 6. They should come up with roles for each member of the household should a fire occur. Also, they should be able to establish evacuation routes inside their houses. 7. Aside from evacuation routes, they should also be able to come up with common location where they’ll go and a communication plan should they be separated with one another. 8. Also, they should be able to prepare an emergency supplies kit where all important documents and supplies are kept.
ENRICHMENT 1. Ask the students to discuss the fire preparedness plan with their family. 2. Let them document the discussion (write-ups, pictures, videos, etc.). 3. Revisions and improvements should be noted. 4. Fire preparedness plan should be implemented for the household. EVALUATION Meets Expectations Needs Improvement Not Visible Preparedness Plan The created preparedness plan contains all important details, can be easily understood and implemented. The created preparedness plan contains all important details. However, some details need to be revised for clarity and implementation. The created preparedness plan lacks important key information (e.g. possible fire exits, important contact details, precautionary measures, etc.). 181
Disaster Readiness and Risk Reduction Following Fire Emergency and Evacuation Plans Content Standard The learners demonstrate understanding of the causes of fire and the fire triangle. Performance Standard The learners shall be able to: • develop a family emergency preparedness plan to guide them on what to do before, during, and after a fire incident. Learning Competency The learners are able to: • Follow fire emergency and evacuation plans (DRR11/12-IIe-f-41) Specific Learning Outcomes At the end of the lesson, the learners will be able to: 1. develop their own emergency preparedness plan in case of a fire; and 2. practice proper response in case of fire. 60 MINS LESSON OUTLINE Introduction and Motivation Review Proper Response to Fire 7 Instruction and Practice Discuss Existing Evacuation Plan of the School 43 Evaluation Observation of the Drill 10 Enrichment Coordination with Local Fire Stations Suggested Resources (1) Conducting and Recording Fire Drills. Environmental Health and Safety – University of Washington. (https:// www.ehs.washington.edu/fsoemerprep/ assemblyoccevac.shtm) Accessed on January 31, 2016. (2) Emergency Evacuations. (http://www.it-tallaght.ie/ contentfiles//Documents/Estates%20Office/ Full_Evacucation_Procedures_Nov%2013.pdf) Accessed on January 31, 2016. (3) Fall Fire Drill Fun. (http://www.teachhub.com/fall-fire-drillfun) Accessed on January 31, 2016. (4) Fire Preparedness Guide. Quake Kare Inc. (http:// www.quakekare.com/emergency-preparedness/firepreparedness.html) Accessed January 31, 2016. (5) Guide to Carrying out a Supervised Fire Evacuation Drill. University College of London. (http://www.ucl.ac.uk/ estates/maintenance/fire/documents/ UCLFire_TN_103.pdf) Accessed on January 31, 2016. (6) Safety Drills. Lincoln County School District (http:// lincoln.k12.or.us/documents/safety/safety_drills.pdf) Accessed on January 31, 2016.
INTRODUCTION (5 MINS) Review 1. Briefly review the fire triangle, classes of fire, precautionary measures for fire, phases of fire, and basic proper response to fire incidents. 2. Ask the learners regarding their fire preparedness plans; have they oriented their household? 3. Tell the learners that they need to be familiar with following evacuation plans to be able to ensure that they could properly implement their preparedness plans. Communicate learning objectives 1. Introduce learning objectives: A. I can follow fire and emergency evacuation plans properly. B. I know what to do in case of a fire incident. MOTIVATION (2 MINS) Video Showing 1. Pose this challenge to the learners: In the event of a fire incident, it takes less than 5 minutes for the fire to spread. Can you evacuate properly in that short amount of time? INSTRUCTION (23 MINS) Discussion 1. Discuss the school’s current fire emergency procedure. 2. Ensure that a map as well as steps that the learners need to follow is on hand. 3. Discuss with the learners the (a) escape routes available to them; (b) where the evacuation areas are; (c) where the fire extinguishers are; (e) what to do when a fire alarm is sounded; (e) what to do while at the evacuation area. The Fire Drill 1. Let the learners practice the emergency and evacuation plans. 2. Do not forget to “stop, drop, and roll” when their clothes caught fire. 3. Let them check doors first if they are warm/hot before opening. Teacher Tip: For this particular competency, the teacher may opt to plan a school-wide fire drill in coordination with the Bureau of Fire Protection (BFP). In which case, the BFP personnel could simulate real fire scenarios where members of the school community could have hands-on experience in basic response procedures like proper use of fire extinguishers. Teacher Tip: Be sure to emphasize that the learners will need to evacuate properly and not just mind the time. Teacher Tip: Be sure to notify the local fire station of the fire drill. A fire drill report form will help efficient monitoring of the conducted fire drill. A sample is included below, feel free to edit it. 183
PRACTICE (20 MINS) Conduct the Fire Drill 1. Phase 1: Alarm – Fire alarms are sounded. 2. Phase 2: Response – Learners will have to be alert for fire, and smoke. 3. Phase 3: Evacuation – All building occupants evacuate, following pre-determined routes to the evacuation areas. 4. Phase 4: Assembly – At the designated evacuation area, learners are grouped together. 5. Phase 5: Head Count – Teachers should check to make sure all participants are accounted for. 6. Phase 6: Evaluation – Evaluation of the drill is conducted to identify problems during the drill and how these be corrected. EVALUATION (10 MINS) Assessment 1. Conduct the fire drill again. 2. Observe the learner’s behavior and attitude towards the drill. 3. Use a fire drill report form to check if the fire drill was conducted properly. ENRICHMENT 1. Ask the learners to coordinate with their local fire stations to conduct a fire drill in their communities. 2. Learners may be grouped together to organize a fire drill in their respective communities, not just their households. 3. This may serve as their community outreach where they will organize events for their community. Teacher Tip: This may be given as a project to the learners. Their progress in terms of the planning and execution can be monitored and graded.
EVALUATION Meets Expectations Needs Improvement Not Visible Preparedness Plan Learner was able to properly follow emergency and evacuation plans during the fire drill. Learner was able to follow emergency and evacuation plans. However, there are areas of improvement (e.g. rate at which learner moves, etc.) Learner failed to follow fire and emergency evacuation plans during the fire drill. SAMPLE FIRE DRILL REPORT FORM SCHOOL: ___________________________________________________ DATE:_______________________________________________________ TIMING: START TIME TIME SCHOOL / BUILDING WAS COMPLETELY EVACUATED TIME ALL LearnerS AND STAFF WERE ACCOUNTED FOR END TIME QUESTION YES NO Is the fire alarm loud enough to be heard by all drill participants? Did the drill participants eva Did the drill participants follow their designated routes to the evacuation area? Did the drill participants (A) Run; (B) Walk casually (C) Walk faster than normal Did the drill participants bring any first aid kit or any item noticeable during the evacuation? Is the evacuation area big enough to accommodate the evacuees? Any other problem observed during the drill that might need to be addressed? Any untoward incident observed during the drill? 185
Disaster Readiness and Risk Reduction Concept of Exposure Content Standard The learners demonstrate understanding of various elements that may be exposed to hazards including physical, social, economic, and environmental. Performance Standard The learners shall be able to: • conduct hazard hunts of exposed elements and propose corresponding corrective actions of one’s preparedness. Learning Competency The learners are able to: • enumerate elements exposed to hazards (DRR11/12 Ic-7) Specific Learning Outcomes At the end of the lesson, the learners will be able to: 1. explain the definition of exposure based on the UNISDR Terminology; 2. identify elements exposed to hazards and give examples for each types; and 3. differentiate between tangible and intangible exposed elements. 60 MINS LESSON OUTLINE Introduction Review Terms 3 Motivation Inquiry 2 Instruction Definition of Exposure and its Three Components 35 Practice Inventory of Elements at Risk 20 Evaluation Quiz 10 Enrichment Inventory at Home Materials: Pingpong balls, hard boiled egg, and cardboard or plastic egg tray Suggested Resources: (1) Asian Disaster Preparedness Center. (n.d.). Capacity building in asia using information technology applications module 3: Vulnerability and risk. (n.p.). (2) Center for Disaster Preparedness. (n.d.). CBDRM training handouts: Basic concepts on disaster and disaster risk management. (n.p.). (3) Republic of the Philippines. Congress. (2010). An act strengthening the philippine disaster risk reduction and management system, providing for the national disaster risk reduction and management framework and institutionalizing the national disaster risk reduction and management plan, appropriating funds therefor and for other purposes, fourteenth congress, third regular session. Manila: Author. (RA 10121) (4) United Nations Office for Disaster Risk Reduction. (2009). Terminology. Retrieved from https://www.unisdr.org/we/inform/terminology (5) Van Westen, C., Kingma, N., & Montoya, L. (2009). Guide book session 4: Elements at risk. (n.p.).
INTRODUCTION (3 MINS) Review of Terms 1. Prior to this lesson, assign learners to review the definition of terms contained the 2009 UNISDR Terminology on Disaster Risk Reduction as well as Philippine Disaster Risk Reduction and Management Act of 2010 (RA 10121) 2. Write the following terms enumerated below and ask learners questions about the meaning of the following terms to verify if they understand the meaning of these terms: I. disaster II. disaster risk III. hazard IV. exposure V. vulnerability VI. capacity 3. Write the Specific Learning Outcomes for the lesson on the board before the class and ask learners to read the specific learning outcomes. MOTIVATION (2 MINS) Inquiry 1. Ask the learners the following question: “What would happen if a very strong typhoon passes through a highly populated city”. You can follow up with a historical example like “such as in case of Typhoon Yolanda when it passed through the city of Tacloban? Why?” 2. Follow up the discussion with the following question: “What if instead, the strong typhoon passed through an uninhabited island without people, would this still result in a disaster? Why? Why not?” INSTRUCTION (35 MINS) De#inition(of(Exposure(and(its(Three(Components 1. Write the definition of exposure on the board and ask a learner to read aloud the definition. 2. Emphasize that the definition of exposure has three (3) essential components: I. People, property, systems and other elements. Exposure involves specific elements which we must be able to identify and give a name to. Elements may be tangible or intangible. Teacher Tip: The main purpose of this lesson is to develop a deeper understanding of the concept of hazard exposure as well as recognize that exposed elements at risk can be both intangible and tangible entities. The concept of risk factors and how these affect the level of disaster risk is center to DRRM. The definition of these terms may have been discussed in a previous lesson on differentiating risk factors. Nevertheless, it is generally necessary to review and reinforce the concept of risk factors with a variety of examples. Teacher Tip: Modify the question by using a different hazard. If possible, use recent local examples so that learners can better related. Ask several learners to give answers. In general, learners assume it will not result in a disaster. However, some learners may given a qualified answer such as “if there are rare and endangered species of plants and animals living on that island” 187
II. Present in hazard zones. Elements should be located within an area and duration of time during which a specific hazard event or set of hazard events can occur. III. That are thereby subject to potential loss. Elements should have value or importance assigned to them for it to be subject to potential loss. 3. Use the Shaking Egg Tray Demonstration to illustrate the subtle aspects of hazard, exposure and vulnerability. Tell the class to imagine that you are a ground shaking hazard, and that the egg tray is the hazard zone. Show the ping pong balls and hard boiled eggs and explain to the class that these are the exposed elements. Tell the class that you will do four (4) experiments to illustrate the concept of hazard exposure and vulnerability. I. Case 1: Place a pingpong ball and an egg on the edge of egg tray. Shake the tray in a vigorous manner so that the pingpong ball and egg edge fall off and hit the floor. Show the cracked egg and pingpong ball to the class. Place a new hardboiled egg on the edge of the egg try. Shake the egg tray again, but this time in a slow and gentle manner so that neither the egg nor the pingpong ball fall off the tray. Ask the class why the egg did not fall off the tray and break. Use their answer to emphasize that while the vulnerable element (the egg) was subjected to a hazard, the magnitude of the hazard was not sufficient to result in damage of the exposed element (the egg). II. Case 2: Place a second the hardboiled egg in the center of the egg tray and vigourously shake the tray while trying to make sure that the egg on the edge falls off the tray, but the egg in the center does not. Ask the class why the egg on the edge fell off the tray, but the egg in the center did not. III. Case 3: Move the egg from the center of the egg tray to the edge. Ask the class what would happen if the egg on the egg tray is suddenly grabbed just before the shaking begins. Will the egg stil fall off and break? Demonstrate this with the help of a learner to grab the egg just before you shake the tray vigorously. Agree with the learner that you will shake the egg tray at the count of 3 and ask the learner to grab the egg just before the shake the tray. IV. Case 4: Shake the egg tray with nothing on it. Teacher Tip: The UNISDR defines exposure as people, property, systems and other elements present in hazard zones that are thereby subject to potential loss. (UNISDR, 2009) The term susceptibility is often used to indicate that an element is exposed to a hazard. Case 1: Use this demonstration to illustrate the concept of vulnerability. Emphasize that both elements (the egg and pingpong ball) were exposed to the same shaking hazard by both falling off the egg tray. But only the vulnerable element (the egg) suffered damage./loss, whereas the element that was not vulnerable did not suffer any damage/ loss, i.e. both the egg and the pingpong ball were susceptible but only the egg was vulnerable. Case 2: Use their answers to emphasize that exposure is dependent on location and that it varies spatialy. Depending on the type and magnitude of the hazard event, there may be areas that are “safer” that others . Case 3: Use this demonstration to explain that for an element to be considered exposed, it need to be in the hazard zone at the time that the hazard event occurs. Some elements are mobile and are not always present in the hazard zone and there are not always exposed i.e. exposure has a temporal dimension to it. Case 4: Use this demonstration to explain that no damage or loss can take place if there are no exposed elements in the damage zone.
4. Have learners read the section on Guide Book Session 4: Elements at Risk by Cees van Westen, Nanette Kingma and Lorena Montoya. Ask learners to answer the following questions in their notebooks: I. How are elements at risk defined in the above reference? II. The reference defines systems for classifying elements at risk. In the Philippines, the one used by the Asian Disaster Preparedness Centers (ADPC) is the one most widely used. In this system, elements at risk are classified into four types namely: Physical, Societal, Economic and Environmental Elements with examples of for each type of element at risk. Can you give at least three (3) other examples for each type. III. Based on the reference, what is the difference between tangible and intangible elements at risk? IV. An element that can be quantified but not mapped indicates that its position is not fixed with time. How does this affect the exposure of this element? PRACTICE (20 MINS) Inventory(of(Elements(at(Risk 1. Organize the class into groups of between 4 to 6 learners per group. Appoint a facilitator and scribe for each group. 2. Ask each group to imagine the community in which they live and list down all the exposed elements they think can be affected by any of the hazards the community is exposed to. The list is supposed to be an exhaustive invetory of all possible elements at risk in the community. 3. The list should include at least one element from the all four (4) types. It should include both tangible and intangible elements. 4. Summarize the invetory by creating a table as shown below. 5. Have groups share to the class their lists and compare their results with other groups. Teacher Tip: Tangible elements which can be quantified. If they occupy a fixed postion, tangible elements can be mapped. Intangible elements are quantities that cannot be quantified or mapped as they do not have a particular spatial dimension. Teacher Tip: This is a modified version of the inventory exercise in Guide Book Session 4: Elements at Risk by Cees van Westen, Nanette Kingma and Lorena Montoya. Community at Risk: Element at Risk: ADPC Classification Can it be quantified? (Y / N) Can it be mapped? (Y / N) 189
EVALUATION (10 MINS) 1. Explain in your own words the definition of exposure based on the UNISDR Terminology. 2. What are the three (3) essential components of exposure? 3. What are the four (4) general types of exposed element in the APDC classification system? 4. Give examples for each of the four (4) general types of exposed element in the APDC classification system. 5. What distinguishes a tangible element at risk from one that is intangible? 6. Give at least 5 examples of intangible elements at risk. 7. Give at least 3 examples of elements that can be quantified but cannot be mapped. 8. If an element at risk can be mapped, what does this tell us about it location? ENRICHMENT 1. Have learners to an inventory of the exposed element in their home using the same exercise done in class. 2. On a piece of graphing paper, have learners draw a floor plan of their home showing all important features such as doors, window, stairs and walls. Use symbols to help draw the floor plan. 3. Draw on the floor plan the exposed elements in the inventory that can be mapped. 4. Ask learner’s parents/guardians to check the map.
EVALUATION Specific Learning Outcome EXCEEDS EXPECTATIONS MEETS EXPECTATIONS NEEDS IMPROVEMENT NOT VISIBLE Definition of exposure Learner is able to explain in his/her own words the definition of exposure accurately with all the important components included. Learner is unable to enumerate all three essential components of exposure. Learner is able to explain in his/her own words the definition of exposure accurately with all the important components included. Learner is unble to enumerate all three essential components of exposure. Learner is able to explain the definition of exposure, but definition is similar if not identical to that presented in class. Learner is only able to enumerate at most two essential components of exposure. Learner is able to explain the definition of exposure, but definition lacks at least one important component. Learner is unable to enumerate any of the three essential components of exposure. Enumerate exposed elements Learner is familiar with all of the general types in the APDC classification system, and able to give examples for all the general types in the APDC classification system distinct from those described in the reference materials. Learner is familiar with all of the general types in the APDC classification system, and able to give examples for all of the general types in the APDC classification system. Learner is familiar with all of the general types in the APDC classification system, but is unable to give examples for some of the general types in the APDC classification system. Learner is unfamiliar with some of the general types in the APDC classification system. Learner is unable to give examples for some of the general types in the APDC classification system. Distinguishing between tangible and intangible exposed elements. Learner is able to distinguish between tangible and intangible exposed elements, and is able to give examples for both types. Learner is able to distinguish between elements that can be mapped from those that cannot be mapped. Learner is able to distinguish between tangible and intangible exposed elements, and is able to give examples for both types. Learner is able to distinguish between tangible and intangible exposed elements, but is unable to give examples for both types. Learner is unable to distinguish between tangible and intangible exposed elements. 191
Disaster Readiness and Risk Reduction Concept of Vulnerability Content Standard The learners demonstrate understanding of various elements that may be exposed to hazards including physical, social, economic, and environmental. Performance Standard The learners shall be able to: • conduct hazard hunts of exposed element and propose corresponding corrective actions of one’s preparedness. Learning Competency The learners are able to: • explain the meaning of vulnerability (DRR11/12 Ic-8) Specific Learning Outcomes At the end of the lesson, the learners will be able to: 1. explain the meaning of vulnerability, capacity and resilience within the context of disaster risk; and 2. distinguish between physical, social, economic and environmental factors that affect vulnerability of exposed elements and give examples. 60 MINS LESSON OUTLINE Introduction Review 3 Motivation Demonstration 7 Instruction Physical, Social, Economic, and Environmental Factors 20 Practice Group Work 30 Enrichment Materials: Paper cup, plastic cup, ceramic, glass cup, table and pillow Suggested Resources (1) United Nations Office for Disaster Risk Reduction. (n.d.). Terminlogy - UNISDR. Retrieved from https://www.unisdr.org/we/inform/ terminology (2) Rep. Act No. 10121 (2010), Available at http://www.ndrrmc.gov.ph/ attachments/article/95/ Implementing_Rules_and_Regulartion_RA_10121.pdf (3) Capacity Building in Asia using Information Technology Applications. (n.d.). Module 3: Vulnerability and Risk. Retrieved from http:// www.adpc.net/casita/course-materials/Mod-3-Vul-Risk.pdf (4) Center for Disaster Preparedness. (n.d.). CBDRM Training Handouts: Basic Concepts on Disaster and Disaster Risk Management. (n.p.): Author. (5) Van Westen, C. (n.d.). Vulnerability Assessment. (n.p.): (n.p.).
INTRODUCTION (3 MINS) Review 1. Show OHT/PPS #1 showing the Specific Learning Outcomes, and volunteers from the class to read out each of the learning outcomes, and explain in their own words how they understand the learning out come. 2. Ask the class to enumerate the different risk factors including hazard, exposure, vulnerability and capacity. MOTIVATION (7 MINS) Demonstration 1. Use the following demonstration to illustrate the difference between the risk factors hazard, exposure, vulnerability and capacity. I. Place the paper, plastic and glass cup on the edge of a table and explains these are the elements at risk. II. Ask the class to imagine a strong earthquake taking place. Ask learners to describe what will happen to each of the three cups when the table vigorously shakes (the glass cup will fall and break, but the paper and plastic cup will be undamaged even if they fall off the table). Emphasize that all three elements are exposed to the same hazard. III. Then, place a pillow on the floor and ask a learner to describe what will happen to the glass cup if it lands on the pillow instead of the hard floor during the earthquake. Note that the same glass cup was subjected to the same hazard but the outcomes are different. IV. Ask the class to imagine a fire occuring and asks learners to describe what will happen to each of the cup if exposed to intense heat and flames (the paper cup will burn, the plastic cup will melt, the glass cup may crack). V. Ask the class to image a flood that submerges the room until the ceiling. Ask learners what will happen if the three cups are submerged in water and kept there for a day (the plastic and glasscup will be undamaged, but the paper cup with prolonged exposure to water may soften or break up) Teacher Tip: OHT = Overhead transparency PPS = PowerPoint Slide Teacher Tip: This exercise is a modified version on the Shaking Table exercise cited in the CBDRM Training Hand-outs published by the Center for Disaster Preparedness. 193
INSTRUCTION (20 MINS) Physical, Social, Economic, and Environmental Factors 1. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it vulnerable to the hazard. Teacher does this for all three hazards. 2. Summarize learners’ explanations under the Vulnerability Column using the Table shown in OHT/ PPS #2. 3. Ask learners to identify the intrinsic property or conditions of for each of the three elements that made it resilient to the hazard. Teacher does this for all three hazards. 4. Summarize learners’ explanations under the capacity column using the Table shown in OHT/PPS #2. Sample answers are shown below: HAZARD EXPOSED ELEMENT VULNERABILITY CAPACITY Earthquake Paper Cup Resilient Lightweight, does not break upon hitting a hard surface Plastic Cup Resilient Lightweight, does not break upon hitting a hard surface Glass Cup Brittle – breaks when object hits a hard surface. Does not break when object hits a soft surface. Fire Paper Cup Combustible – burns when exposed to flames. Vulnerable to fire. Plastic Cup Melts when exposed to heat and flames. Not flammable Glass Cup Brittle, cracks due suddenly exposed to extreme heat Not flammable
5. Ask a learner to explain what their concept of vulnerability, capacity and resilience as based on the demonstration. Accept all ideas as learner will eventually discover if their answers are correct. 6. Show OHT/PPS #3 through #5, and asks learners to volunteer reading the definitions of vulnerability, capacity and resilience based on the UNISDR Terminology. 7. Show OHT/PPS #6 and then emphasize the fact that vulnerability or capacity are affected by many factors depending on the exposed element. These factors are generally classified under four (4) categories namely: physical, social, economic and environmental. Show the table with examples under each of the four catergories for humans/people, structures and businesses. Then, ask learners to suggest additional factors for each category and exposed element that can be added to the table. PRACTICE (30 MINS) 1. Organize the class into groups of 5, and instructs each group to elect a facilitator and scribe. 2. Then, instruct each group to do one of the following: I. Each group thinks of a disaster that all group members have first hand knowledge of; II. Each group thinks of a disaster that all group members are familiar although may not have first hand information; III. Read a news clipping provided by the teacher about a disaster. 3. Ask learners to identify the hazards and exposed elements. For each exposed element, write down HAZARD EXPOSED ELEMENT VULNERABILITY CAPACITY Flood Paper Cup Disintegrates with prolonged exposure to water. No capacity to resist prolonged exposure to water. Plastic Cup Resilient Is not affected by prolonged exposure to water. Glass Cup Resilient Is not affected by prolonged exposure to water. 195
the specific factor they think may have made this exposed element vulnerable/resilient to the hazard. Have learners identify if the vulnerability/capacity is physical, social, economic or environmental. Have the elected facilitator manage the discussion. 4. After 15 minutes, have the elected scribe of each group present the group’s work to the class. Learners from other groups can comment and give suggestions regarding either additional elements at risk or the corresponding vulnerabilities or capacities. ENRICHMENT 1. Vulnerability Assessment and Capacity Building Plan: Have learners together with the parents do a vulnerability assessment of their home, involving the following steps: I. Make a list of the three (3) most possible hazards likely to affect their home. These can be natural, technological, or biological hazards. II. Identify all the elements within the home that will be exposed to these hazards. III. Identify how each exposed element is vulnerable to each of the three hazards. IV. Based on identified vulnerabilities, make an action plan on how to address these vulnerabilities. The goals of this plan must be SMART (Specific, Measurable, Action-oriented, Reasonable, Time-bound). 2. Seismic Assessment Survey: Organize learners into groups and have learners do a seismic exposure and vulnerability survey of houses in their barangay using the “How safe is my house?” questionnaire. Have learners draw a map of their barangay showing the location of the houses they surveyed and the score for each house. Learners share this with the appropriate barangay official. 3. Flood Vulnerability Curves: Vulnerability curves show the percentage damage to a structure and its contents for a given magnitude or intensity of hazards. Shown in the figure below are four different structures: I. A 5-storey reinforced-concrete building approximately 17 meters in height. II. A single wooden house founded on stilts 3m above the ground level in which the space under the house is not used as a living space. III. A 2-storey masonry house with a basement. Basement contains a store-room, laundry area and home-office. IV. A single storey wooden house founded directly on the ground.